Grade 5: English - Reading/Literature & Research (2003 VDOE Released Items)

In the first paragraph, the phrase "like lions ready to pounce" tells the reader that the British troops were --
1. hidden in trees in the city
2. training animals to help them fight
3. prepared to act quickly
4. searching for food like animals
In paragraph 6, which detail helps the reader know the meaning of the word convoy?
1. "The second day out. . ."
2. "All bore families. . ."
3. ". . . wagons in the huge train. . ."
4. ". . . hoped their wagon would be safe. . ."
One of Billy's greatest concerns in this story was --
1. getting to Allentown in time for dinner
2. the number of musket balls that could be made from the bell
3. keeping his family's wagon in good shape
4. finding a place to stay when he reached Allentown
The wagon was covered with straw to --
1. have food for the horses
2. hide the bell from open view
3. balance the load on the wagon
4. give Billy a soft place to sit
Billy helped solve the problem in this story by --
1. running away when the wagon broke
2. finding a better place to hide the bell
3. opening the door for the wagon to get out
4. finding another wagon to haul the bell
You can tell this story is historical fiction rather than a factual article because --
1. General Howe was a real person in the British Army
2. the Liberty Bell really is in Philadelphia
3. the British were really in Philadelphia in 1777
4. no one really knows what the people said to one another
The author both entertains and informs the reader by --
1. including conversations among the people in the story
2. providing some moments of suspense in the story
3. writing an interesting story using actual events in history
4. listing dates and names in the story to make it seem real
1. oneself
2. honor
3. onboard
4. reason
When was the bell put back into use?
1. 1777
2. 1785
3. 1824
4. 1835
Which meaning of the word current is used in paragraph 2?
1. The present time
2. Course of events
3. The force of a stream
4. Flow of electricity
1. Experimenting
2. Boating
3. Traveling
4. Fishing
When young Robert built his model boat, Christopher helped with all of these things except --
1. building the paddle wheels
2. make the drawings
3. fitting the wheels onto the boat
4. launching the boat
Which question is not answered in paragraph 6?
1. Who was Mr. Livingston?
2. Where is the Hudson River?
3. What was Mr. Livingston looking for in France?
4. Why was Robert Fulton living in France?
In paragraph 7, the word activated is used to mean --
1. started
2. matched
3. created
4. measured
In paragraph 9, the author put words in italics to show that they are --
1. beautiful names
2. names of boats
3. foreign words
4. names of cities
If you wanted to know the time period when Robert Fulton lived, you should --
1. draw a chart
2. make a list
3. reread the title
4. skim the passage
If you wanted to find another word that means the same as "power," you should look in --
1. a science magazine
2. a thesaurus
3. a rhyming dictionary
4. an encyclopedia
In the second stanza, the words "ka-thumping," "bumping," and "jumping" give the reader a feeling of --
1. loneliness
2. respect
3. eagerness
4. action
1. Curiosity
2. Fright
3. Relief
4. Disgust
Before looking in the attic, the speaker was afraid that --
1. the window had been left open
2. friends were playing a joke
3. something big was up there
4. the light had burned out
What happened after the speaker saw what was happening in the attic?
1. The speaker bought a new window.
2. The speaker danced with the animals.
3. The speaker put earplugs on.
4. The speaker heard a sound in the basement.
The poet most likely wrote this poem to --
1. frighten
2. instruct
3. entertain
4. convince
1. Noises That Animals Make
2. Having a Party
3. Animals in the Attic
4. Taken to the Attic
In this poem, the animals are shown as --
1. very active
2. somewhat shy
3. extremely content
4. suddenly startled
In which word does fore- mean the same as it does in forelegs?
1. forest
2. forehead
3. forever
4. foreign
Which of these items helps a water strider float?
1. Oars
2. Tiny air bubbles
3. Claws
4. Long, wide feet
The reason the author uses the phrase "like a chain of people tightly holding hands" in paragraph 3 is to --
1. explain what a circle would look like
2. show how strong some people are
3. demonstrate a game which children play
4. give an example of how the water molecules work
Which phrase in the passage might make the reader think the water strider is graceful?
1. skimming over the waves
2. flattened, narrow body
3. feet press down on the water
4. molecules do not want to let go
The author wrote this passage most likely to --
1. convince
2. entertain
3. inform
4. warn
Which phrase in the passage might make the reader feel sorry for the water strider?
1. sink with its supper
2. fine, feathery hairs
3. follows the vibrations
4. float and dash
Which paragraph in the passage would probably have the heading "Made for Floating"?
1. Paragraph 2
2. Paragraph 3
3. Paragraph 5
4. Paragraph 6
This passage is mostly about --
1. where different insects live
2. what some insects eat
3. what one special insect is like
4. why one certain insect is common
What would be a reasonable question to answer in a report about the topic of this passage?
1. Where is North America?
2. How do you spell the words "water strider"?
3. What is the temperature of the water in a pond?
4. What is the scientific name for the water strider?
This passage would most likely be found in a --
1. travel brochure
2. farmer's almanac
3. social studies textbook
4. science magazine

Grade 5: English - Reading/Literature & Research (2003 VDOE Released Items)

Multiple-Choice ExerciseContent © 2003 Commonwealth of Virginia Department of Education; Permission to Use Granted by VDOE; Author of Activity: Tami Maloney; All rights reserved. No commercial, for-profit use of this material is allowed. E-mail comments and questions to Tami Maloney.

Multiple-Choice Exercise
Content © 2003 Commonwealth of Virginia Department of Education; Permission to Use Granted by VDOE; Author of Activity: Tami Maloney; All rights reserved.
No commercial, for-profit use of this material is allowed. E-mail comments and questions to Tami Maloney.